Priyadarshini Prasad

• (1) Training Content Creation
• Content creation for all interventions were as follows:
• (1a) Content was created using the CCAF model, that included formative and summative assessments.
• (1b) Learning outcomes & learning goals based on Bloom’s Taxonomy.
• (1c) Nearly 60% of authentic learning artefacts used in training materials.
• (1d) Summative assessments included detailed rubrics and scenario-based tasks based on authentic training/learning artefacts (email process & live chat process).
• (2) Hiring Process
• (2a) Creation of an assessment paper repository and creation of rubrics for the same.
• (2b) Participation in interviews with the talent acquisition team and operational managers to evaluate candidates' oral and written skills (using the CEFR framework).
• (3) Conducting Soft Skills Training such as email etiquette, telephone etiquette, presentation skills, virtual meeting guidelines, client and business partner and campus-to-corporate orientation.
• (4) Business English Interventions
• (4a) Implemented training to improve learner communication with UK end-users.
• (4b) Creation of audit rubrics and defined parameters to gauge training effectiveness.
• (4c) Special emphasis was given to differences in British vs American vs Indian English in the customer dissatisfaction expression markers unique to British English and developed guidelines to identify them. I received documented praise for this.
• (5) Email, Live Chat and Telephonic Process
• Both soft skill training and business English communication training were implemented to cater to email, live chat and telephonic communication with the end-users in the UK, mainly England.
• (6) Micro-training Sessions
• Custom training interventions to address and redress areas of improvement through shadowing, performing audits and performance data.
• (7) Monitoring and Evaluating Performance
• Assessing training effectiveness through continuous quality assessment.
• (7a) Creation of detailed rubrics for audits for email, live chat and voice teams.
• (8) Redressal of Customer Dissatisfaction and Complaints
• Closely liaising with process leads & managers to identify reasons for quality and customer service gap.
• (8a) Creating custom micro-training and coaching to address customer dissatisfaction markers.
• (9) Closely Collaborating with Internal Stakeholders
• Aligning training and coaching interventions with internal stakeholders (team leads, team managers, operational and cluster manager).

Hiring Process -

Interviewing candidates to evaluate candidates' oral and written skills for telephonic and email process.

(1) Training Delivery

- Conducted virtual instructor-led training sessions for HCL engineering employees.
- Designed and delivered training to bridge language gaps, catering to learners from diverse geographical backgrounds.

(2) Content Creation and Customization

- Repurposed organizational content to create tailored, interactive training modules that elevated participant engagement.
- Helped learners overcome fear of English through empathy, customized instruction, and demonstrable improvement, spurring their enthusiasm for learning.

(1) Training Design and Delivery --

- Conducted training needs analysis, designed, and delivered instructor-led workshops for clients like Bosch, Toyota, and Cashpor.

- Extensive experience in conducting virtual instructor-led workshops for B2C and B2B clients app on a daily basis including Cashpor, St. Jude, and PVR Cinemas.

- Conducted ILTs and VILTs for B2C and B2B clients and conducted Train-the-Trainer workshop for Cashpor.

(2) Training Impact

- Designed trainings with desired learner outcomes, focusing on demonstrable results and Kirkpatrick evaluation (where possible).

- In case of extended training, learners would report back success stories.

- Consistently received feedback scores between 70% to 85%.

(3) Video Course Creation

- Conceptualized, designed, and developed a video course for the enguru app.

- Created learner profiles, incorporating aspirations, ways to overcoming mental blocks to English language learning, and learner goals into course design.

- Implementation of the ADDIE model to course creation

- Utilisation of Bloom's taxonomy to create formative and summative assessments.

(4) Digital Presence

- Responsible for building online presence on Quora, gaining 20,800 views in 28 days.

- Wrote for the company blog and created video materials.

(5) Client Appreciation

- Received appreciation from clients for training quality and student progress.

• (1) Coached adult learners aspiring to do well in competitive examinations such as CAT and Bank PO.
• (2) Consistently scored high feedback score.
• (3) Was consistently the first or second choice to be assigned batches.

• (1) Creating & conducting Training Classes on the online learning portal
• (2) Creation of FAQs, How TO repositories
• (3) Monitoring and promoting usage of the online learning portal among students

(*) Content Creation Methodology

For the training programs mentioned below:
A) Conducted needs analysis, designed (re-purposed existing material), developed and implemented short-term programs for banking students based on the ADDIE model.
B) English language competency training included communicative language training with a focus on task-based instructional and instructional materials.
C) Created broad learner profile segments in line with their aspirations, mental blocks, and goals to form relevant formative assessments during content outline and training
D) Included creation of formative assessments & summative assessments. Summative assessments were both written and scenario-based, requiring students to do an in-class demonstration of the skills that they learnt.

(1) Soft Skills and Communication Training

Delivered training modules such as email and telephone etiquette, English language competency and presentation skills for probationary banking officers from ICICI Bank, Axis Bank, ING Vysya, Kotak Bank, FMSB, Tamil Mercantile Bank

(Material for all of these programs were already ready. I repurposed the material on my own time in a way that would help begin with the end (Backward Design).

(2) Feedback Scores and Stakeholder Appreciation

(2a) Received feedback scores ranging between 4.91 and 4.95 on every training module that was delivered.

(2b) Received appreciation from the H.O.D. for ICICI Bank (at Manipal) and the resident client for ICICI bank for my training.

(3) Multimedia Collaboration

Collaborated with the multimedia team to create educational videos for the banking domain. This included:

3A) collaborating with SMEs from the banking domain to gather data

3B) conceptualizing scenarios

3C) creating and proofreading scripts

3D) evaluating the quality of these videos before the final release

(4) Assessment and Evaluation

4A) Created assessment papers that tested language competency, email and telephone etiquette, presentation skills and communication skills on a monthly basis and as part of final evaluation

Created assessment papers to test language competency, email/telephone etiquette, presentation skills, and communication skills

(1) Content Creation and Customization

Solely conceptualized & developed content for English language competency training based on the ADDIE model for Japanese, Chinese and Korean nationals with an experience level ranging from 1 to 20 years:

1A) Content and assessment for this training were scenario based.

1B) Content was developed based on Bloom's Taxonomy.

1C) Assessments were a blend of both formative and summative assessment types.

(2) Iterative Content Development

Collaboratively developed scenario-based content for the organization for email & telephone etiquette, accent neutralization & presentation skills along with senior SMEs and project owners.

(3) Content Quality Assurance

One of the key areas of responsibility (apart from those mentioned above) included proofreading content such as trainer's/ trainee's manual for grammatical and typographical errors.

(4) Training Delivery

Delivered training programs for modules such as emails and telephone etiquette, assertive communication, presentation skills and accent neutralization to professionals with an experience level ranging from 1 to 25 years.

(5) Training Clients

Delivered training programs for companies such as:

(i) L&T (ii) HP (iii) NTT Data (First Apex) (iv) Trianz, (v) Cross Domain (vi) Infosys and (vii) the MEPCO Schlenk Engineering College.

(6) Training Impact

Consistently received high scores for all the delivered programs with scores ranging between 4.75 and 4.97 on a scale of 5.

(7) Client Appreciation and Repeat Business

(7a) Received appreciation from L&T for the success of the English language competency training.

(7b) Secured repeat business from HP following the success of business communication training.

• (1) Providing product demos and presentations to clients across various lines of business in Mumbai, along with monitoring, reviewing of all sales activity.
• (2) Providing assistance to sales representatives in the form of training in soft-skills & presentation skills.
• (3) Received a certificate of excellence by the client (Bharati Airtel Ltd.) during my, along with being awarded the 1st prize for excellent performance for the newest employee.

• (1) Training non-English speakers in English Language.
• (2) Preparing Individual reports of trainees of their performance and giving feedback and action plan.